Steffen Svendsen, Executive Director , VIA University College
2. Introduction to the project ALLinHE
Ruud Duvekot, Inholland, projectleader ALLinHE
Explanation of the goals and mission of the project:
ALLinHE is about linking the systematics of Validation of Prior Learning (VPL) to a practical strategy for social inclusion of underrepresented and non-traditional target groups in higher education (HE).
ALLinHE aims at strengthening and further developing/implementing VPL as a multi-targeted approach for empowering and integrating underrepresented groups by:
guiding them with VPL to transparency of their HE-learning opportunities ánd
strengthening VPL as an innovative methodology for making universities more accessible and adapted to lifelong learning-needs of all EU-citizens.
3. Round the table: getting to know each other
All partners and the external evaluator introduced themselves.
4. The workpackages
Ruud Duvekot, Inholland, projectleader ALLinHE
The project management (WP1)
The Steering Group = Partners 1-4 (NL, FI, DK, UK)
Change of venue 2nd and 4th partnermeetings between Switzerland and Finland: the 2ndpartner meeting is in Finland, September 3-4, 2012.
The 3rd meeting will be in March 2013 in France.
The steering Group will meet in June 2012 to prepare the 2nd meeting.
If necessary, we will have an extra meeting in Slowenia.
All changes to the planning will be added to the planning-sheet.
b. Dissemination (WP2)
Leaflet + logo : in EN en translated in national language (IRIV)
Website + learning community (NVR). Subcontract is granted to EVC Consult.
Newsletter (Start April): Info project, website, learning community
1st national stakeholders meeting (June 2012)
Every national partner organises their own meeting
About the (draft) national report, learning outcome approach, etc.
Invitees: trade union, employers, government (ministry of education), experts form HRM and education, marketing, etc. Minimum is 4 members.
Product 2 = national report / inventory building stones target group approach
Product 3 = framework for training assessors / guiders (VPL-procedure)
2nd partner meeting (September 2012, Finland); From quantitative to qualitative research (e.g. 2 cases from 2 sectors per partner, or 4 per partner): alternative case study model
d. Implementation (WP4)
3rd meeting in March 2013 in Paris
e. Valorisation (WP5)
To other experts, continents, countries making clear which groups, part of WP5. Exploitation/valorisation plan + list invitations, already in meeting 2, connect to learning community and then updated
2nd national stakeholders meeting (Nov/Dec 2013)
1st biennale (A‘dam, Mar2014)
Raising awareness campaign
Involve marketer at local level
local plan and share with others
f. Q&E-plan (WP6)
internal evaluation and quality management.
Mr. Kees Schuur from Ecommovation explains the set-up for the external evaluation.
It is about under-represented target group ‘at HE level’
Groupwork on target-group focus brings an overview of linkages partners and targetgroups. Decision will be made to cover all groups with at least three partnercountries!
UK, SL, NL, KR, RO, FI
SL, DK, FR, CH
The final grid will be presented in Feb 2012, together with the decision on who deals with which target groups.
Together with the grid for the national reports a methodological framework will be presented for working with case studies.
10. Work-Package 3: the model for training assessors and guiders
Kirsten Aagaard, NVR
Presentation of aims and outcomes of this product.
Aim is to support the VPL-model with expert-assessors and guiders.
3-day training model
Concept of self-management of competences is added
Update-module (yearly required for the trained experts) is additional 1 day
January 2012, steering group provides a basic programme for the training
February: reflection on programme (all partners)
April: presentation of final training programme
May / June: reflection of professionals ( 4 assessor , 4 guiders) for training
Result will be a training-model that will support the testing in WP4. The experts in the testing-phase will be trained and/or validated against this model. This means that a group of assessors and guiders will be part of the testing; they will be recruited from the partner’s own list of assessors/guiders. Decision on whether they need the full or parts of the training programme is taken by the partners themselves; decision has to be accounted for!
External evaluation (independent); focus on assessment of sustainability of partnership and project results
Decision is made on preparing a simulation of the ACBS-model in the partnercountries by the steering group. This simulation will be helpful in designing a model for transferring competences/learning outcomes & credits.
12. The Academic Credit Bank System (ACBS)
Hae-Young Lee, NILE
A good practice from Korea: the Academic Credit Bank System (ACBS) is presented. See dropbox for the powerpoint. This is a model for credit-transfer: from learning outcomes to credits. See also decision nr. 14.
ACBS is one of NILE’s policy measures and is a Korean characteristic of the approach to lifelong education. ACBS is a system that maintains a network of formal, informal and non-formal education settings through institution accreditation and credit approval. For ACBS to be effectively run, NILE has constantly evaluated the institutions for quality assurance and puts Validation of Prior Learning (VPL) processes in place to recognize informal learning experiences at workplaces by developing and implementing criteria for accredited certificates that are eventually interpreted into credits.
ACBS is targeting those people who lost their first chance of learning in schools. Consumers of ACBS mostly are young students. Others are people in their mid-age, workers, women, foreign workers, and people in military service.
13. Decisions & tasks from day 3
Decision which targetgroups will be dealt with by which partners
Presentation of the grid for writing the national report
A methodological framework for working with case studies